“Force,” ontology, and language by David T. Brookes, Eugenia Etkina

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Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning by Eugenia Etkina, David T. Brookes

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“Force,” ontology, and language by David T. Brookes, Eugenia Etkina

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Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning by David T. Brookes, Eugenia Etkina

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Implementing an epistemologically authentic approach to student-centered inquiry learning by David T. Brookes, Eugenia Ektina, Gorazd Planinsic

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Social positioning in small group interactions in an investigative science learning environment physics class by David T. Brookes, Yuehai Yang, Binod Nainabasti

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Specificity, transfer, and the development of expertise by David T. Brookes, Brian H. Ross, José P. Mestre

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Specificity, transfer, and the development of expertise by David T. Brookes, Brian H. Ross, José P. Mestre

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Comparing students’ learning and development of scientific abilities with apparatus-based versus video-based experimentation by David T. Brookes, Mc Kenna Wallace, Michael Nelson, Anna Karelina, Peter Bohacek, Matthew Vonk, Eugenia Ektina

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